Supplemental Learning Plan

Plan For Supplemental Learning And Framework For WLFN


As we are passing through a critical time with COVID-19 pandemic, we begin to move
forward with our plan for supplemental learning, we are providing an overview of the
plan for the coming weeks for teacher directed learning at Waweyekisik Educational
Centre.
This learning plan will show how each program area will support WLFN teachers and the
response to online learning and take-home packages. The guidelines will provide ideas,
pathways, and support for teachers as they create the best possible supplemental learning
plan.
The plan is broken down into grade-alike groupings, based on the expectations and
capabilities of students. The plan outlines expectations for teaching and learning during
the school closure. While some learning may already be underway, teachers will make
contact with families to check in and begin to share how their classes will function in the
coming weeks.


Prekindergarten & Kindergarten:
Supplemental Learning Opportunities
○ Teachers will connect with families using formats appropriate for the families they
serve.
○ Teachers will communicate with families to share opportunities that encourage holistic
learning including language and literacy, fine and gross motor skills and social emotional
skills.
○ Teachers will assign an average of 2 -3 hours of early learning experiences per student
per week. Teachers will be expected to work with their students and parents on the
delivery of these materials.


Elementary & Middle Years Students (Grades 1-9):
Supplemental Learning Opportunities
○ Teachers will assign an average of 8-10 hours per student per week.
○ As a means to engage all students, teachers should employ multiple modes of delivery
as available to them and be supported in doing so.
○ Supplemental learning opportunities will focus on language/literacy and
mathematics/numeracy development.
○ Other subjects will continue to be offered where possible and practical to all students
who wish to continue their learning. A cross-curricular approach would be appropriate.
Assessment
○ Teachers will use their professional discretion to determine the appropriate assessment
practices, should students/families choose to participate in supplemental learning.
Reporting
○ The final progress report for those who choose to participate in supplemental learning
will reflect outcomes assessed during this period of time and will be generated at the end
of June and placed in the student’s cumulative folder by June 30, 2020.
○ The final progress report for those who choose not to participate in supplemental
learning will reflect assessment completed to March 13, 2020, and will be generated at
the end of June and placed in the student’s cumulative folder by June 30, 2020.
Transitions
○ Students in grades K-3 will be advanced into the next grade in the 2020-21 school year.
Communications
○ As a means to engage all students, teachers should employ multiple modes of
communication as available to them and be supported in doing so.
○ Teachers along with administrators and home school liaison will develop
communication plans for students and families to inform them about learning
opportunities.


Students with Additional Needs
○ A learning plan will be created for students by the teacher, student support team and
families as required.


High School Students (Grades 10-12):
Supplemental Learning Opportunities
○ As a means to engage all students, teachers should employ multiple modes of delivery
as available to them and be supported in doing so.
○ Schools will offer access to content that focuses on core subjects (Language
Arts, Mathematics, Science, Social Sciences, Health Education/Physical Education, Arts
Education/Practical and Applied Arts) to all students who wish to continue their learning
in courses in which they are registered.
○ Teachers will assign an average of 3-4 hours of work per course per week.
○ For students who choose to engage in supplemental learning opportunities, teachers
will provide formative assessment and other feedback.
○ The processes for evaluation, in order for students to increase their marks from March
13, 2020, will continue to be determined by the teacher.
○ Provincial examinations within the K-12 system are waived for non-accredited teachers
from March 13, 2020 through to the end of June 2020. All course challenge requests
would occur with local teacher/school.
○ Flexible assessment and evaluation practices will be utilized.
Grading
○ A minimum final mark record of 50 per cent or greater is to be applied to the outcomes
evaluated to date in the subject areas as of March 13, 2020. Students will be afforded the
opportunity to improve the mark record through options provided within the capacity of
the teachers/school if students choose.
○ Students will be invited to continue learning; however, if they and their families choose
not to, they will be assigned their grade as of March 13, 2020, as per the statement above.
○ A mark of 50 per cent will not be applied where a student has not completed any
outcomes or where the teacher has not evaluated any outcomes as of March 13, 2020.
Students will have the opportunity to engage in supplementary learning opportunities to
obtain a mark record.
○ Marks will be submitted to the Ministry of Education as per the usual process by July
2, 2020, as per the Registrar’s Handbook.
○ In these exceptional times, teachers are asked to follow the direction provided by the
province relating to final mark assessments, and as such are deemed to be working within
the bounds of their professional and ethical standards of practice.
The Executive Director of the Saskatchewan Professional Teacher Regulatory Board has
provided the following supportive statement: “Teachers who provide final assessments
consistent with the direction provided by the Ministry of Education and their school
division upon the closure of schools for the COVID-19 crisis will be following the
directions of their employer and would be considered to be acting within the expectations
of the profession”.
Transitions
○ The Ministry of Education will work with post-secondary institutions to ensure that
these extraordinary circumstances do not prevent students from being eligible for
admission to postsecondary studies for the upcoming school year.
Communications
○ As a means to engage all students, teachers should employ multiple modes of
communication as available to them and be supported in doing so.
○ Teachers along with administrators and home school liaison
will develop
communication plans for students and families to inform them about learning
opportunities.


Students with Additional Needs
○ A learning plan will be created by the teacher/student support team as required.